International Baccalaureate Diploma Programme Subject Brief

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1 International Baccalaureate Diploma Programme Subject Brief The arts: Visual arts Standard level First s 2016 Last s 2022 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate three key course components. The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists. The aims of the arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts 2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts 4. explore and value the diversity of the arts across time, place and cultures 5. express ideas with confidence and competence 6. develop perceptual and analytical skills. In addition, the aims of the visual arts course at SL and HL are to enable students to: 7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual culture and media 9. develop skills, techniques and processes in order to communicate concepts and ideas. Component Visual arts in context Examine and compare the work of artists from different cultural contexts. Consider the contexts influencing their own work and the work of others. Make art through a process of investigation, thinking critically and experimenting with techniques. Apply identified techniques to their own developing work. Develop an informed response to work and exhibitions they have seen and experienced. Begin to formulate personal intentions for creating and displaying their own artworks. Recommended teaching hours 50 International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

2 Visual arts methods Look at different techniques for making art. Investigate and compare how and why different techniques have evolved and the processes involved. Experiment with diverse media and explore techniques for making art. Develop concepts through processes informed by skills, techniques and media. Evaluate how their ongoing work communicates meaning and purpose. Consider the nature of exhibition and think about the process of selection and the potential impact of their work on different audiences. Communicating visual arts Explore ways of communicating through visual and written means. Make artistic choices about how to most effectively communicate knowledge and understanding. Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept. Select and present resolved works for exhibition. Explain the ways in which the works are connected. Discuss how artistic judgments impact the overall presentation. Throughout the course students are required to maintain a visual arts journal. Although sections of the journal will be selected, adapted and presented for, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course. Having followed the visual arts course, students are expected to: 1. Demonstrate knowledge and understanding of specified content Identify various contexts in which the visual arts can be created and presented Describe artwork from differing contexts, and identify the ideas, conventions and techniques employed by the art-makers Recognize the skills, techniques, media, forms and processes associated with the visual arts Present work, using appropriate visual arts language, as appropriate to intentions 2. Demonstrate application and analysis of knowledge and understanding Express concepts, ideas and meaning through visual communication Analyse artworks from a variety of different contexts Apply knowledge and understanding of skills, techniques, media, forms and processes related to art-making 3. Demonstrate synthesis and evaluation Critically analyse and discuss artworks created by themselves and others and articulate an informed personal response Formulate personal intentions for the planning, development and making of artworks that consider how meaning can be conveyed to an audience Demonstrate the use of critical reflection to highlight success and failure in order to progress work Evaluate how and why art-making evolves and justify the choices made in their own visual practice 4. Select, use and apply a variety of appropriate skills and techniques Experiment with different media, materials and techniques in art-making Make appropriate choices in the selection of images, media, materials and techniques in art-making Demonstrate technical proficiency in the use and application of skills, techniques, media, images, forms and processes Produce a body of resolved and unresolved artworks as appropriate to intentions Assessment at a glance Type of Format of Weighting of final grade (%) External 60 Comparative study Process portfolio screens which examine and compare at least 3 artworks, at least 2 of which should be by different artists A list of sources used 9 18 screens which evidence the student s sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities Internal 40 Exhibition A curatorial rationale that does not exceed 400 words 4 7 artworks Exhibition text (stating the title, medium, size and intention) for each artwork About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: For more on how the DP prepares students for success at university, visit: or recognition@ibo.org.

3 International Baccalaureate Diploma Programme Subject Brief The arts: Visual arts Higher level First s 2016 Last s 2022 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) within the DP are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP, students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate three key course components. The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists. The aims of the arts subjects are to enable students to: 1. enjoy lifelong engagement with the arts 2. become informed, reflective and critical practitioners in the arts 3. understand the dynamic and changing nature of the arts 4. explore and value the diversity of the arts across time, place and cultures 5. express ideas with confidence and competence 6. develop perceptual and analytical skills. In addition, the aims of the visual arts course at SL and HL are to enable students to: 7. make artwork that is influenced by personal and cultural contexts 8. become informed and critical observers and makers of visual culture and media 9. develop skills, techniques and processes in order to communicate concepts and ideas. Component Visual arts in context Examine and compare the work of artists from different cultural contexts. Consider the contexts influencing their own work and the work of others. Make art through a process of investigation, thinking critically and experimenting with techniques. Apply identified techniques to their own developing work. Develop an informed response to work and exhibitions they have seen and experienced. Begin to formulate personal intentions for creating and displaying their own artworks. Recommended teaching hours 80 International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

4 Visual arts methods Look at different techniques for making art. Investigate and compare how and why different techniques have evolved and the processes involved. Experiment with diverse media and explore techniques for making art. Develop concepts through processes informed by skills, techniques and media. Evaluate how their ongoing work communicates meaning and purpose. Consider the nature of exhibition, and think about the process of selection and the potential impact of their work on different audiences. Communicating visual arts Explore ways of communicating through visual and written means. Make artistic choices about how to most effectively communicate knowledge and understanding. Produce a body of artwork through a process of reflection and evaluation, showing a synthesis of skill, media and concept. Select and present resolved works for exhibition. Explain the ways in which the works are connected. Discuss how artistic judgments impact the overall presentation. Throughout the course students are required to maintain a visual arts journal. Although sections of the journal will be selected, adapted and presented for, the journal itself is not directly assessed or moderated. It is, however, regarded as a fundamental activity of the course. Having followed the visual arts course, students are expected to: 1. Demonstrate knowledge and understanding of specified content Identify various contexts in which the visual arts can be created and presented Describe artwork from differing contexts, and identify the ideas, conventions and techniques employed by the art-makers Recognize the skills, techniques, media, forms and processes associated with the visual arts Present work, using appropriate visual arts language, as appropriate to intentions 2. Demonstrate application and analysis of knowledge and understanding Express concepts, ideas and meaning through visual communication Analyse artworks from a variety of different contexts Apply knowledge and understanding of skills, techniques, media, forms and processes related to art-making 3. Demonstrate synthesis and evaluation Critically analyse and discuss artworks created by themselves and others and articulate an informed personal response Formulate personal intentions for the planning, development and making of artworks that consider how meaning can be conveyed to an audience Demonstrate the use of critical reflection to highlight success and failure in order to progress work Evaluate how and why art-making evolves and justify the choices made in their own visual practice 4. Select, use and apply a variety of appropriate skills and techniques Experiment with different media, materials and techniques in art-making Make appropriate choices in the selection of images, media, materials and techniques in art-making Demonstrate technical proficiency in the use and application of skills, techniques, media, images, forms and processes Produce a body of resolved and unresolved artworks as appropriate to intentions Assessment at a glance Type of Format of Weighting of final grade (%) External 60 Comparative study Process portfolio screens which examine and compare at least 3 artworks, at least 2 of which need to be by different artists 3 5 screens which analyse the extent to which the student s work and practices have been influenced by the art and artists examined A list of sources used screens which evidence sustained experimentation, exploration, manipulation and refinement of a variety of art-making activities Internal 40 Exhibition A curatorial rationale that does not exceed 700 words 8 11 artworks Exhibition text (stating the title, medium, size and intention) for each artwork About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: For more on how the DP prepares students for success at university, visit: or recognition@ibo.org.

5 IB psychology higher level subject brief The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both breadth and depth of study. Psychology higher level is in group 3, individuals and societies. In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. The IB subject briefs illustrate key course components in the IB Diploma Programme. Overview of the psychology higher level course and curriculum model The IB Diploma Programme higher level psychology course aims to develop an awareness of how research findings can be applied to better understand human behaviour and how ethical practices are upheld in psychological inquiry. Students learn to understand the biological, cognitive and sociocultural influences on human behaviour and explore alternative explanations of behaviour. They also understand and use diverse methods of psychological inquiry. In addition, the course is designed to: encourage the systematic and critical study of human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions develop the capacity to identify, analyse critically and evaluate theories, concepts and arguments about the nature and activities of the individual and society enable students to collect, describe and analyse data used in studies, test hypotheses; and interpret complex data and source material enable the student to recognize that the content and methodologies are contestable and that their study requires the toleration of uncertainty develop an awareness of how psychological research can be applied for the better understanding of human behaviour ensure that ethical practices are upheld in psychological inquiry develop an understanding of the biological, cognitive and sociocultural influences on human behaviour develop an understanding of alternative explanations of behavior understand and use diverse methods of psychological inquiry. Psychology higher level Core Options Additional higher level Experimental study Total teaching hours 90 hours of instruction on three topics The biological level of analysis The cognitive level of analysis The sociocultural level of analysis 30 hours of instruction on two additional topics Abnormal psychology Developmental psychology Health psychology Psychology of human relationships Sport psychology Qualitative research in psychology Introduction to experimental research methodology 90 hours 60 hours 50 hours 40 hours 240 hours

6 Assessment for psychology higher level The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with: a broad and balanced, yet academically demanding, programme of study the development of critical-thinking and reflective skills the development of research skills the development of independent learning skills the development of intercultural understanding a globally recognized university entrance qualification. The s aim to test all students knowledge and understanding of key concepts through various activities that demonstrate: knowledge and comprehension of specified content, research methods, theories, such as key concepts, biological, cognitive and sociocultural levels of analysis application and analysis, including using psychological research and psychological concepts to formulate an argument in response to a specific question synthesis and evaluation of psychological theories, empirical studies, and research methods used to investigate behaviour selection and use of skills appropriate to psychology, the acquisition of knowledge, skills required for experimental design, data collection and presentation, data analysis and interpretation data analysis using an appropriate inferential statistical test and write an organized response. Students success in the psychology higher level course is measured by combining their grades on external and internal. On external s, students must be able to demonstrate an understanding of both basic facts and complex concepts related to the biological, cognitive and sociocultural levels of analysis. Students in higher level courses are also assessed on their knowledge and understanding of qualitative research. For their internal, psychology higher level students plan, undertake and report on a simple experimental study. Assessment at a glance Type of Format of Time (hours) External 80 Paper 1 Question response 2 35 and an essay Paper 2 Answer 2 of questions in essay form Paper 3 Answer three 1 20 questions Internal 20 Study report A report of a simple experimental study conducted by the student Weighting of final grade (%) The following questions appeared in previous IB Diploma Programme psychology higher level examinations.* 1. To what extent does genetic inheritance influence behaviour? Use relevant research studies in your response. (Paper 1) 2. Evaluate two research studies investigating the role of communication in maintaining relationships. (Paper 2) 3. The study outlined above uses the phrase inductive content analysis. Explain the advantages and disadvantages of using this research strategy in the context of this specific study. (Paper 3, with regard to a supplied study) * the syllabus for examinations current until 2016 Learn more about how the IB Diploma Programme prepares students for success at university by going online to or us at recognition@ibo.org. International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. International Baccalaureate Organization 2010

7 IB music standard level subject brief The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both breadth and depth of study. Music standard level is in group 6, the arts. In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. The IB subject briefs illustrate four key course components in the IB Diploma Programme. Overview of the music standard level course and curriculum model The IB Diploma Programme standard level music course seeks to develop students knowledge and potential as musicians, both personally and collaboratively. IB Diploma Programme music students are required to study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. They also develop aural perception and understanding of music by learning about musical elements, including form and structure, notations, musical terminology and context. Through the course of study, students become aware of how musicians work and communicate. In addition, the course enables students to: enjoy lifelong engagement with the arts become informed, reflective and critical practitioners in the arts understand the dynamic and changing nature of the arts explore and value the diversity of the arts across time, place and cultures express ideas with confidence and competence develop perceptual and analytical skills develop their knowledge and potential as musicians, both personally and collaboratively. Music standard level Components Core Musical perception 75 hours Options Students choose one of the three options Creating Solo performing Group performing 75 hours Total teaching hours 150 hours Assessment for music standard level The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with: a broad and balanced, yet academically demanding, programme of study the development of critical-thinking and reflective skills the development of research skills the development of independent learning skills the development of intercultural understanding a globally recognized university entrance qualification. The s aim to test all students knowledge and understanding of key concepts through various activities that demonstrate: knowledge, understanding and perception of music in relation to time, place and cultures appropriate musical terminology to describe and reflect their critical understanding of music comparative analysis of music in relation to time, place and cultures. creative skills through exploration, control and development of musical elements performance skills through solo or group music making critical-thinking skills through reflective thought. Students success in the music standard level course is measured by combining their grades on external and internal.

8 Assessment for music standard level (continued) Throughout the teaching of the course students should be encouraged to develop critical thinking and participate in inquiry-based learning, while working both individually and collaboratively. The listening paper is based on musical perception, reflected through analysis and examination of pieces of music. Section A relates to two prescribed works, of which students study one. Section B relates to music from different times and places, encompassing jazz/pop, western art music and world music. In the musical links investigation, through the study of pieces from two distinct musical cultures, students are encouraged to explore, analyse and examine the musical connections existing between two (or more) pieces of music. Through investigative study and analysis of the similarities and differences between the selected pieces of music, students learn to demonstrate significant musical links. For the creating option, students create two 3- to 6-minute pieces, choosing from a wide range of styles and media, including traditional instruments, voices and/ or music technology, and reflect on their understanding of the intention, process and outcome of the pieces For the solo performing option, students must submit a programme of contrasting pieces in any style of music that is 15 minutes in length. Assessment at a glance Type of Format of Time (hours) External 50 Listening Paper Musical links investigation Four musical perception questions A written media script of 2,000 words or less, investigating the significant musical links between two or more pieces from distinct musical cultures 2 30 Internal 50 Creating or performing Students choose one of the three options. Creating: Two pieces of coursework with recordings and written work Solo performing: A recording selected from pieces presented during one or more public performances Group performing: A recording selected from pieces presented during two or more public performances Weighting of final grade (%) 20 For the group performing option, a submission is made for students in the group of pieces selected from two or more public performances that is minutes in length. Assessment criteria are used to assess students achievement in music. These criteria are related to the objectives established for the music course and to the group 6 grade descriptors. The following questions appeared in previous IB Diploma Programme music standard level examinations.* Listening paper section A Sample: El Salón México by A Copland Demonstrate the rhythmic sophistication found in Copland s El Salón México by discussing at least four elements/features in the passage between rehearsal numbers (bar/measure ). * the syllabus for examinations current until 2019 Listening paper section B Sample: First movement from Symphony No 1, Op 25 Classical by S Prokofiev (score provided) With clear reference to the score provided, analyse, examine and discuss in detail what you hear in this extract. Sample: Unidentified Piece (no score provided) Analyse, examine and discuss in detail what you hear in this extract. Learn more about how the IB Diploma Programme prepares students for success at university by going online to or us at recognition@ibo.org. International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. International Baccalaureate Organization 2010

9 IB music higher level subject brief The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both breadth and depth of study. Music higher level is in group 6, the arts. In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. The IB subject briefs illustrate key course components in the IB Diploma Programme. Overview of the music higher level course and curriculum model The IB Diploma Programme higher level music course seeks to develop students knowledge and potential as musicians, both personally and collaboratively. IB Diploma Programme music students are required to study musical perception and actively listen to a wide range of music from different parts of the world, musical cultures and time periods. They also develop aural perception and understanding of music by learning about musical elements, including form and structure, notations, musical terminology, and context. Through the course of study, students become aware of how musicians work and communicate. In addition, the course enables students to: enjoy lifelong engagement with the arts practitioners in the arts understand the dynamic and changing nature of the arts explore and value the diversity of the arts across time, place and cultures develop perceptual and analytical skills develop their knowledge and potential as musicians, both personally and collaboratively. Music higher level Components Musical perception Creating Solo performing Total teaching hours 90 hours 75 hours 75 hours 240 hours Assessment for music higher level The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which are to provide students with: a broad and balanced, yet academically demanding, programme of study skills the development of research skills the development of independent learning skills the development of intercultural understanding a globally recognized university entrance The s aim to test all students knowledge and understanding of key concepts through various activities that demonstrate: knowledge, understanding and perception of music in relation to time, place and cultures appropriate musical terminology to describe and comparative analysis of music in relation to time, place and cultures creative skills through exploration, control and development of musical elements performance skills through solo music making Students success in the music higher level course is measured by combining their grades in external and internal. Throughout the teaching of the course students should be encouraged to develop critical thinking and participate in inquiry-based learning, while working both individually and collaboratively.

10 Assessment for music higher level (continued) The listening paper is based on musical perception analysis, examination, comparing and contrasting of pieces of music. Section A relates to two prescribed works and section B to music from different times and places, encompassing jazz/pop, western art music and world music. In the musical links investigation, through the study of pieces from two distinct musical cultures, students are encouraged to explore, analyse and examine the musical connections existing between two (or more) pieces of music. Through investigative study and analysis of the similarities and differences between the selected pieces of music, students learn to demonstrate In creating, students create three pieces of 3 to 6 minutes in length choosing from a wide range of styles and media, including traditional instruments, voices and/ of the intention, process and outcome of the pieces. In the performing component, students must submit a programme of contrasting pieces in any style of music that is 20 minutes in length. Assessment criteria are used to assess students achievement in music. These criteria are related to the objectives established for the music course and to the group 6 grade descriptors. Assessment at a glance Type of Format of Time (hours) External 50 Listening paper Musical links investigation Five musical perception questions A written media script of 2,000 words or less, investigating the links between two or more pieces from distinct musical cultures Internal 50 Creating and performing Creating: three pieces of coursework with recordings and written work Solo performing: A recording selected from pieces presented during one or more public performances Weighting of final grade (%) The following questions appeared in previous IB Diploma Programme music higher level examinations.* Listening paper section A Sample: Symphony No 41 in C Major, K. 551 Jupiter by W A Mozart and El Salón México by A Copland Through the link of thematic development, compare Copland s El Salón México to any one movement (with exception of the fourth movement) of Mozart s Jupiter Symphony. Listening paper section B Sample: First movement from Symphony No 1, Op 25 Classical With clear reference to the score provided, analyse, examine and discuss in detail what you hear in this extract. Analyse, examine and discuss in detail what you hear in this extract. * the syllabus for examinations current until 2019 Learn more about how the IB Diploma Programme prepares students for success at university by going online to or us at recognition@ibo.org. International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. International Baccalaureate Organization 2010

11 International Baccalaureate Diploma Programme Subject Brief Mathematics: Mathematics Standard level First s 2014 Last s 2020 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. The IB DP mathematics standard level (SL) course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed exploration offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. The aims of all mathematics courses in group 5 are to enable students to: enjoy mathematics, and develop an appreciation of the elegance and power of mathematics develop an understanding of the principles and nature of mathematics communicate clearly and confidently in a variety of contexts develop logical, critical and creative thinking, and patience and persistence in problem-solving employ and refine their powers of abstraction and generalization apply and transfer skills to alternative situations, to other areas of knowledge and to future developments appreciate how developments in technology and mathematics have influenced each other appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives appreciate the contribution of mathematics to other disciplines, and as a particular area of knowledge in the TOK course. Component Topic 1 Algebra Topic 2 Functions and equations Topic 3 Circular functions and trigonometry Topic 4 Vectors Recommended teaching hours International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

12 Topic 5 Statistics and probability Topic 6 Calculus Mathematical exploration Internal in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. Having followed the mathematics standard level course, students will be expected to demonstrate the following. Knowledge and understanding: recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts. Problem-solving: recall, select and use their knowledge of mathematical skills, results and models in both real and abstract contexts to solve problems. Communication and interpretation: transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation. Technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to solve problems. Reasoning: construct mathematical arguments through use of precise statements, logical deduction and inference, and by the manipulation of mathematical expressions. Inquiry approaches: investigate unfamiliar situations, both abstract and real-world, involving organizing and analysing information, making conjectures, drawing conclusions and testing their validity Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External 3 80 Paper 1 (non-calculator) Paper 2 (graphical display calculator required) Section A: Compulsory short-response questions based on the whole syllabus. Section B: Compulsory extended-response questions based on the whole syllabus. Section A: Compulsory short-response questions based on the whole syllabus. Section B: Compulsory extended-response questions based on the whole syllabus Internal 20 Mathematical exploration Internal in mathematics SL is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. A data set has a mean of 20 and a standard deviation of 6. A) Each value in the data set has 10 added to it. Write down the value of i. the new mean; ii. the new standard deviation. B) Each value in the original data set is multiplied by 10. i. Write down the value of the new mean. ii. Find the value of the new variance. Given that f(x) = 1/x, answer the following. A) Find the first four derivatives of f (x). B) Write an expression for f (n) in terms of x and n. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, visit: Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: To learn more about how the IB Diploma Programme prepares students for success at university, visit: or recognition@ibo.org

13 International Baccalaureate Diploma Programme Subject Brief Mathematics: Mathematics Higher level First s 2014 Last s 2020 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. The IB DP higher level mathematics course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. The aims of all mathematics courses in group 5 are to enable students to: enjoy and develop an appreciation of the elegance and power of mathematics develop an understanding of the principles and nature of mathematics communicate clearly and confidently in a variety of contexts develop logical, critical and creative thinking, and patience and persistence in problem-solving employ and refine their powers of abstraction and generalization apply and transfer skills to alternative situations, to other areas of knowledge and to future developments appreciate how developments in technology and mathematics have influenced each other appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives appreciate the contribution of mathematics to other disciplines, and as a particular area of knowledge in the TOK course. Component Topic 1 Algebra Topic 2 Functions and equations Topic 3 Circular functions and trigonometry Topic 4 Vectors Topic 5 Statistics and probability Topic 6 Calculus Recommended teaching hours International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

14 Option syllabus content Students must study one of the following options. Topic 7 Statistics and probability Topic 8 Sets, relations and groups Topic 9 Calculus Topic 10 Discrete mathematics Mathematical exploration A piece of individual written work that involves investigating an area of mathematics. Having followed the mathematics higher level course, students will be expected to demonstrate the following: Knowledge and understanding: recall, select and use knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts. Problem-solving: recall, select and use their knowledge of mathematical skills, results and models in both real and abstract contexts to solve problems. Communication and interpretation: transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation. Technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to solve problems. Reasoning: construct mathematical arguments through use of precise statements, logical deduction and inference, and by the manipulation of mathematical expressions. Inquiry approaches: investigate unfamiliar situations, both abstract and real-world, involving organizing and analysing information, making conjectures, drawing conclusions and testing their validity Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External 5 80 Paper 1 (non-calculator) Paper 2 (graphical display calculator required) Paper 3 (graphical display calculator required) Section A: Compulsory short-response questions based on the core syllabus. Section B: Compulsory extended-response questions based on the core syllabus. Section A: Compulsory short-response questions based on the core syllabus. Section B: Compulsory extended-response questions based on the core syllabus. Compulsory extended-response questions based mainly on the syllabus options Internal 20 Mathematical exploration The individual exploration is a piece of written work that involves investigating an area of mathematics. The vectors a, b, c satisfy the equation a+b+c=0. Show that a b=b c=c a. Consider the following system of equations: x + y + z = 1 2x + 3y + z = 3 x + 3y z = λ where λεr. A. Show that this system does not have a unique solution for any value of λ. B. i. Determine the value of λ for which the system is consistent. ii. For this value of λ, find the general solution of the system. About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, visit: Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: To learn more about how the IB Diploma Programme prepares students for success at university, visit: or recognition@ibo.org

15 International Baccalaureate Diploma Programme Subject Brief Language acquisition: Language B Standard level First s 2013 Last s 2019 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. The IB DP language B course provides students with the opportunity to acquire or develop an additional language and to promote an understanding of other cultures through the study of language. Language B is designed for students who possess a degree of knowledge and experience in the target language. High performing standard level students should be able to follow university courses in other disciplines in the language B that is studied. The aims of the language B standard level course are to: develop students intercultural understanding enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes encourage, through the study of texts and social interaction, an awareness and appreciation of the different perspectives of people from other cultures develop students awareness of the role of language in relation to other areas of knowledge develop students awareness of the relationship between the languages and cultures with which they are familiar provide students with a basis for further study, work and leisure through the use of an additional language provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language. Component Core Instruction on three topics communication and media global issues Social relationships Options Two options from the following five cultural diversity customs and traditions health leisure science and technology Recommended teaching hours 150 International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

16 The s aim to test all students ability to understand and use the language of study as well as key concepts through: learning a language by engaging with its use and meaning within a social framework developing receptive, productive and interactive skills in the language of study. Students will be assessed on their ability to: communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding use language appropriate to a range of interpersonal and/or cultural contexts understand and use language to express and respond to a range of ideas with accuracy and fluency organize ideas on a range of topics, in a clear, coherent and convincing manner understand, analyse and respond to a range of written and spoken texts. Students are asked to write words based on one of five available topics, such as: Social isolation can be considered a problem for today s teenagers. In class, you have been asked to give a speech to your classmates informing them about the problem. Write the text of your speech. [based on Option: Health] You are a student at an international school in a (target language) speaking country. Write an article to be published in the school magazine on how your experience at the international school will affect your future job prospects. [based on Option: Cultural diversity] Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External 70 Paper 1 Text handling exercise on 4 written texts Paper 2 Written productive skills through 1 writing exercise Written assignment Written exercise and rationale based on intertextual reading Internal 30 Oral work Individual oral presentation Interactive oral activities 10 About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, visit: Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: To learn more about how the IB Diploma Programme prepares students for success at university, visit: or recognition@ibo.org

17 International Baccalaureate Diploma Programme Subject Brief Language acquisition: Language B Higher level First s 2013 Last s 2019 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. The IB DP language B course provides students with the opportunity to acquire or develop an additional language and to promote an understanding of other cultures through the study of language. Language B is designed for students who possess a degree of knowledge and experience in the target language. Those learning a language B at higher level should be able to follow university courses in other disciplines in the language B that is studied. The aims of the language B higher level course are to: develop students intercultural understanding enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures develop students awareness of the role of language in relation to other areas of knowledge develop students awareness of the relationship between the languages and cultures with which they are familiar provide students with a basis for further study, work and leisure through the use of an additional language provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language. Component Core Instruction on three topics communication and media global issues Social relationships Options Two options from the following five cultural diversity customs and traditions health leisure science and technology Literature Read 2 works of literature Recommended teaching hours 240 International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

18 The s aim to test all students ability to understand and use the language of study as well as key concepts through: learning a language by engaging with its use and meaning within a social framework developing receptive, productive and interactive skills to meet the objectives of the course. Students success in the language B higher level course is measured by combining their grades on external and internal. Students will be assessed on their ability to: communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding use language appropriate to a range of interpersonal and/or cultural contexts understand and use language to express and respond to a range of ideas with accuracy and fluency organize ideas on a range of topics, in a clear, coherent and convincing manner understand, analyse and respond to a range of written and spoken texts understand and use works of literature written in the target language of study Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External 70 Paper 1 Paper 2 Written assignment Receptive skills Text handling exercise on 4 written texts. Written productive skills through 2 writing exercises Receptive and written productive skills Creative writing and rationale based on one literary text read during the course Internal 30 Oral work Individual oral presentation 20 Interactive oral activities Students are asked to write words based on one of five available topics, such as: Social isolation can be considered a problem for today s teenagers. In class, you have been asked to give a speech to your classmates informing them about the problem. Write the text of your speech. [based on Option: Health] You are a student at an international school in a (target language) speaking country. Write an article to be published in the school magazine on how your experience at the international school will affect your future job prospects. [based on Option: Cultural diversity] About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, visit: Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: To learn more about how the IB Diploma Programme prepares students for success at university, visit: or recognition@ibo.org

19 International Baccalaureate Diploma Programme Subject Brief Language acquisition: Language ab initio Standard level First s 2013 Last s 2019 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. The IB DP language ab initio course is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. The language ab initio course develops students linguistic abilities through the development of receptive, productive and interactive skills by providing them opportunities to respond and interact appropriately in a defined range of everyday situations. Language ab initio is available at standard level only. The aims of the language ab initio course are to: develop students intercultural understanding enable students to understand and use the language they have studied in a range of contexts and for a variety of purposes encourage, through the study of texts and through social interaction, an awareness and appreciation of the different perspectives of people from other cultures develop students awareness of the role of language in relation to other areas of knowledge develop students awareness of the relationship between the languages and cultures with which they are familiar provide students with a basis for further study, work and leisure through the use of an additional language provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language. Three areas of study language, themes and texts provide the basis of the language ab initio course. These three fundamental areas, as well as intercultural understanding, are all interrelated and should be studied concurrently. Areas of Study Language Receptive skills: the ability to comprehend straightforward written and spoken language. Productive skills: the ability to write and speak the target language effectively. Interactive skills: the ability to understand and respond effectively to written and spoken language. Themes Individuals and society Daily routines; education; food and drink; personal details; appearance and character physical health; relationships; shopping Leisure and work Employment; entertainment; holidays; media; sport; technology; transport Urban and rural environment Environmental concerns; global issues; neighbourhood; physical geography; town and services; weather Texts During the course, students are taught to understand and produce a variety of spoken, written and visual texts. Use of authentic texts is encouraged. Examples of texts to be studied include articles, letters, maps, timetables and web pages. International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

20 Having followed the language ab initio standard level course, students will be assessed on their ability to: demonstrate an awareness and understanding of the intercultural elements related to the prescribed topics communicate clearly and effectively in a range of situations understand and use accurately the basic structures of the language understand and use an appropriate range of vocabulary use a register and a format that are appropriate to the situation. Assessment at a glance Your teacher has asked you to speak about the disadvantages of using public transport. Write the text of your speech. Mention at least three disadvantages. You are on holiday in a (target language) speaking country. On your personal blog you post a message about someone you have just met. In your blog entry you explain: three details about this person where you met what you have been doing together what your future plans are Type of Format of Time (hours) Weighting of final grade (%) External 75 Paper 1: Receptive skills Understanding of four written texts. Text-handling exercises Paper 2: Productive skills Written assignment: Receptive and productive skills Two compulsory writing exercises. Section A: One question to be answered from a choice of two. Section B: One question to be answered from a choice of three. A piece of writing, words, in the target language carried out under teacher guidance Internal 25 Individual oral: Interactive skills 1. Presentation of a visual stimulus (from a choice of two) by the student 2. Follow-up questions on the visual stimulus 3. General conversation including at least two questions on the written assignment 10 minutes 25 About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, visit: Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: To learn more about how the IB Diploma Programme prepares students for success at university, visit: or recognition@ibo.org

21 International Baccalaureate Diploma Programme Subject Brief Studies in language and literature: English A: Language and literature Higher level First s 2013 Last s 2020 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) experimental sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, action, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate four key course components. The language A: language and literature course aims to develop skills of textual analysis and the understanding that texts, both literary and non-literary, can relate to culturally determined reading practices. The course also encourages students to question the meaning generated by language and texts. An understanding of the ways in which formal elements are used to create meaning in a text is combined with an exploration of how that meaning is affected by reading practices that are culturally defined and by the circumstances of production and reception. The study of literature in translation from other cultures is especially important to IB DP students because it contributes to a global perspective. Texts are chosen from a variety of sources, genres and media. The aims of language A: language and literature higher level courses are to: introduce students to a range of texts from different periods, styles and genres develop in students the ability to engage in close, detailed analysis of individual texts and make relevant connections develop the students powers of expression, both in oral and written communication encourage students to recognize the importance of the contexts in which texts are written and received encourage an appreciation of the different perspectives of other cultures, and how these perspectives construct meaning encourage students to appreciate the formal, stylistic and aesthetic qualities of texts promote in students an enjoyment of, and lifelong interest in, language and literature develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts encourage students to think critically about the different interactions between text, audience and purpose. Component Recommended teaching hours Part 1: Language in cultural context 60 effect of audience and purpose on the structure and content of texts impact of language changes effect of culture and context on language and meaning Part 2: Language and mass communication forms of communication within the media educational, political or ideological influence of the media ways in which mass media use language and image to inform, persuade or entertain 60 International Baccalaureate Organization 2014 International Baccalaureate Baccalauréat International Bachillerato Internacional

22 Part 3: Literature texts and contexts historical, cultural and social contexts in which texts are written and received relationship between context and formal elements of the text, genre and structure attitudes and values expressed by literary texts and their impact on readers Part 4: Literature critical study detailed exploration of literary works elements such as theme and the ethical stance or moral values of literary texts appropriate use of literary terms Having followed the language and literature higher level course, students will be expected to demonstrate the following. Knowledge and understanding knowledge and understanding of a range of texts understanding of the use of language, structure, technique and style critical understanding of the ways in which readers construct meaning and the influence of context understanding of how different perspectives influence the reading of a text Application and analysis ability to choose a text type appropriate to the purpose required ability to use terminology relevant to the various text types studied ability to analyse the effects of language, structure, technique and style on the reader awareness of the ways in which the production and reception of texts contribute to their meanings ability to substantiate and justify ideas with relevant examples Synthesis and evaluation ability to compare and contrast the formal elements, content and context of texts ability to discuss the ways in which language and image may be used in a range of texts ability to evaluate conflicting viewpoints within and about a text ability to produce a critical response evaluating some aspects of text, context and meaning Selection and use of appropriate presentation and language skills ability to express ideas clearly and with fluency, both written and orally ability to use the oral and written forms of the language, in a range of styles, registers and situations ability to discuss and analyse texts in a focused and logical manner ability to write a balanced, comparative analysis Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External 4 70 Paper 1 A written comparative 2 25 analysis of one pair of unseen texts. Paper 2 In response to one of six 2 25 questions, an essay based on at least two texts studied. Written Tasks At least four written tasks 20 based on course material, two for external. Internal 30 Individual oral commentary Further oral activity An oral commentary on an extract from a literary text studied; two guiding questions are given. At least two further oral activities. The mark of one is submitted for final. Writers often use a character who is alienated from his or her culture or society in order to explore cultural or social values. Examine this idea with reference to at least two works studied. It has been said that history cannot be unlived, but if faced with courage, need not be lived again. To what extent do at least two works studied face history in order to ensure that its wrongs need not be lived again? About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, visit: Complete subject guides can be accessed through the IB Online Curriculum Center (OCC), the IB university and government official system, or purchased through the IB store: To learn more about how the IB Diploma Programme prepares students for success at university, visit: or recognition@ibo.org

23 International Baccalaureate Diploma Programme Subject Brief The Arts: Film First s 2019 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject from five groups: 1) their best language, 2) additional language(s), 3) social sciences, 4) sciences, and 5) mathematics. Students may choose either an arts subject from group 6, or a second subject from groups 1 to 5. At least three and not more than four subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, activity, service are compulsory and central to the philosophy of the programme. These IB DP subject briefs illustrate the following key course components LANGUAGE SCIENCES ACQUISITION IB DIPLOMA PROGRAMME STUDIES IN LANGUAGE THEORY OF KNOWLEDGE AND LITERATURE APPROACHES TO TEACHING APPROACHES TO LEARNING EXTENDED ESSAY CREATIVITY, ACTIVITY, SERVICE INTERNATIONAL MINDEDNESS THE ARTS AND SOCIETIES INDIVIDUALS MATHEMATICS The DP film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and practical exercises in film production, students develop critical abilities and appreciation of artistic, cultural, historical and global perspectives in film. They examine concepts, theories, practices and ideas from multiple perspectives, challenging their own views to understand and value those of others. Students are challenged to acquire and develop critical thinking, reflective analysis and the imaginative synthesis through practical engagement in the art, craft and study of film. Students experiment with film and multimedia technology, acquiring the skills and creative competencies required to successfully communicate through the language of the medium. They develop an artistic voice and learn how to express personal perspectives through film. The course emphasizes the importance of working collaboratively, international and intercultural dynamics, and an appreciation of the development of film across time and culture. The film syllabus allows for greater breadth and depth in teaching and learning at HL through an additional task, requiring HL students to reflect on the core syllabus areas to formulate their own intentions for a completed film. They work collaboratively as a core production team in order to effectively communicate on screen. The aims of the Film course are to enable students to: explore the various contexts of film and make links to, and between, films, filmmakers and filmmaking techniques (inquiry) acquire and apply skills as discerning interpreters of film and as creators of film, working both individually and collaboratively (action) develop evaluative and critical perspectives on their own film work and the work of others (reflection). Syllabus component Reading film Examine film as an art form, studying a broad range of film texts from a variety of cultural contexts and analysing how film elements combine to create meaning. Contextualizing film Explore the evolution of film across time and culture. Examine various areas of film focus in order to recognize the similarities and differences that exist between films from contrasting cultural contexts. Teaching hours SL HL Exploring film production roles Explore various film production roles through engagement with all phases of the filmmaking process. Acquire, develop and apply skills through filmmaking exercises, experiments and completed films. HL only: Collaboratively producing film 90 Focus on the collaborative aspects of filmmaking and experience working in core production teams to fulfill shared artistic intentions. Work in chosen film production roles and contribute to all phases of the filmmaking process to collaboratively create original completed films. Total teaching hours International Baccalaureate Organization 2017 International Baccalaureate Baccalauréat International Bachillerato Internacional

24 It is expected that by the end of the film course, students at SL or HL will be able to demonstrate the following. 1. Knowledge and understanding of specified contexts and processes Identify the film elements associated with conveying meaning in a variety of film texts. Formulate personal intentions for work, which arise from both research and artistic endeavour. Identify informative moments and examples from their own filmmaking work to support analysis. Present ideas, discoveries and learning that arise from both research and practical engagement with films, filmmakers and techniques. 2. Application and analysis of knowledge and understanding Analyse film from various cultural contexts and explain links between areas of film focus and film elements employed by filmmakers. Demonstrate knowledge and understanding of films, filmmakers and their various cultural contexts in order to influence, inform and impact the creation of film work. Explore and experiment with a variety of film-production roles in order to understand the associated skills, techniques and processes employed by filmmakers. 3. Synthesis and evaluation Critically interpret various sources of information in order to support analysis. Compare and contrast filmmakers, their films and their various cultural contexts in order to further the understanding of particular areas of film focus. Evaluate films created by themselves and others and articulate an informed personal response using appropriate cinematic language and vocabulary. Reflect on the process of collaboration and on the successes and challenges encountered as a member of a core production team. 4. Select, use and apply a variety of appropriate skills and techniques Make appropriate choices in the selection of words, images, sounds and techniques when assembling their own work for presentation. Experiment in a variety of film-production roles in order to produce film work that conveys meaning on screen. Collaborate effectively with others in the creation of film work. Assessment at a glance Type of Weighting of final grade (%) Format of SL HL External Textual analysis Comparative study Textual analysis (max 1,750 words) of a prescribed film text based on a chosen extract (max 5 mins), and list of sources. Recorded multimedia comparative study (max 10 mins), and list of sources Internal Film portfolio Portfolio pages (max 9 pages: pages per production role) and list of sources. A film reel (max 9 mins: 3 mins per production role, including 1 completed film). Collaborative film project (HL only) Completed film (max 7 mins). Project report (max 2,000 words) and list of sources. 35 About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, and a complete list of DP subject briefs, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: For more on how the DP prepares students for success at university, visit: or recognition@ibo.org.

25 International Baccalaureate Diploma Programme Subject Brief Individuals and societies: History higher level First s 2017 last s 2025 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP, students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose six courses from six distinct groups: 1) studies in language and literature; 2) language acquisition; 3) individuals and societies; 4) sciences; 5) mathematics; 6) the arts. Students may choose to replace the arts course with a second course from one of the other five groups. At least three, and not more than four, subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, activity, service are compulsory and central to the philosophy of the programme. These DP subject briefs illustrate four key course components. The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources. There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives. The aims of the DP history course are to enable students to: develop an understanding of, and continuing interest in, the past encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments promote international-mindedness through the study of history from more than one region of the world develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives develop key historical skills, including engaging effectively with sources increase students understanding of themselves and of contemporary society by encouraging reflection on the past. Component Recommended teaching hours Prescribed subjects 40 One of the following, using two case studies, each taken from a different region of the world: 1. Military leaders 2. Conquest and its impact 3. The move to global war 4. Rights and protest 5. Conflict and intervention International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional

26 World history topics Two of the following, using topic examples from more than one region of the world: 1. Society and economy ( ) 2. Causes and effects of medieval wars ( ) 3. Dynasties and rulers ( ) 4. Societies in transition ( ) 5. Early Modern states ( ) 6. Causes and effects of Early Modern wars ( ) 7. Origins, development and impact of industrialization ( ) 8. Independence movements ( ) 9. Evolution and development of democratic states ( ) 10. Authoritarian states (20th century) 11. Causes and effects of 20th-century wars 12. The Cold War: Superpower tensions and rivalries (20th century) HL options: Depth studies One of the following: 1. History of Africa and the Middle East 2. History of the Americas 3. History of Asia and Oceania 4. History of Europe Internal Historical investigation Assessment objective 4: Use and application of appropriate skills Structure and develop focused essays that respond effectively to the demands of a question. Reflect on the methods used by, and challenges facing, the historian. Formulate an appropriate, focused question to guide a historical inquiry. Demonstrate evidence of research skills, organization, reference and selection of appropriate sources. Assessment at a glance Type of Format of Time (hours) Weighting of final grade (%) External 5 80 Paper 1 Source-based paper based on the five prescribed subjects Paper 2 Essay paper based on the 12 world history topics Paper 3 Essay paper based on one of the four regional options Internal Historical investigation A historical investigation into a topic of the student s choice There are four objectives for the DP history course. Having followed the course at higher level (HL), students will be expected to meet the following objectives. Assessment objective 1: Knowledge and understanding Demonstrate detailed, relevant and accurate historical knowledge. Demonstrate understanding of historical concepts and context. Demonstrate understanding of historical sources. Assessment objective 2: Application and analysis Formulate clear and coherent arguments. Use relevant historical knowledge to effectively support analysis. Analyse and interpret a variety of sources. Assessment objective 3: Synthesis and evaluation Integrate evidence and analysis to produce a coherent response. Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response. Evaluate sources as historical evidence, recognizing their value and limitations. Synthesize information from a selection of relevant sources. Paper 1 When presented with five sources related to the enforcements of the provisions of the treaties, disarmament and London Naval Conference (1930), students will: explain the significance of the Conference compare and contrast the views of the Conference presented in different sources assess the value and limitations of sources use the sources and their own knowledge to discuss the extent to which they agree with the view that the London Naval Conference was unsuccessful. About the IB: For nearly 50 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internationally minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more peaceful world. For further information on the IB Diploma Programme, visit: Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: For more on how the DP prepares students for success at university, visit: or recognition@ibo.org.

27 International Baccalaureate Diploma Programme Subject Brief Interdisciplinary course: Environmental systems and societies standard level First s 2017 last s 2023 The IB Diploma Programme (DP) is a rigorous, academically challenging and balanced programme of education designed to prepare students aged 16 to 19 for success at university and life beyond. The DP aims to encourage students to be knowledgeable, inquiring, caring and compassionate, and to develop intercultural understanding, open-mindedness and the attitudes necessary to respect and evaluate a range of viewpoints. Approaches to teaching and learning (ATL) are deliberate strategies, skills and attitudes that permeate the teaching and learning environment. In the DP, students develop skills from five ATL categories: thinking, research, social, self-management and communication. To ensure both breadth and depth of knowledge and understanding, students must choose six courses from six distinct groups: 1) studies in language and literature; 2) language acquisition; 3) individuals and societies; 4) sciences; 5) mathematics; 6) the arts. Students may choose to replace the arts course with a second course from one of the other five groups. At least three, and not more than four, subjects are taken at higher level (240 recommended teaching hours), while the remaining are taken at standard level (150 recommended teaching hours). In addition, three core elements the extended essay, theory of knowledge and creativity, activity, service are compulsory and central to the philosophy of the programme. These DP subject briefs illustrate four key course components. Environmental systems and societies (ESS) is an interdisciplinary course offered only at standard level (SL). This course can fulfill either the individuals and societies or the sciences requirement. Alternatively, this course enables students to satisfy the requirements of both subjects groups simultaneously while studying one course. ESS is firmly grounded in both a scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of the DP course requires a broad skill set from students, including the ability to perform research and investigations, participation in philosophical discussion and problem-solving. The course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, knowledge transfer and use of primary sources. They encourage students to develop solutions at the personal, community and global levels. The aims of the DP environmental systems and societies course are to enable students to: acquire the knowledge and understandings of environmental systems and issues at a variety of scales apply the knowledge, methodologies and skills to analyse environmental systems and issues at a variety of scales appreciate the dynamic interconnectedness between environmental systems and societies value the combination of personal, local and global perspectives in making informed decisions and taking responsible actions on environmental issues be critically aware that resources are finite, that these could be inequitably distributed and exploited, and that management of these inequities is the key to sustainability develop awareness of the diversity of environmental value systems develop critical awareness that environmental problems are caused and solved by decisions made by individuals and societies that are based on different areas of knowledge engage with the controversies that surround a variety of environmental issues create innovative solutions to environmental issues by engaging actively in local and global contexts. International Baccalaureate Organization 2015 International Baccalaureate Baccalauréat International Bachillerato Internacional

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